Gamified Learning: The Escape Room Approach

What will learning be like in 2030? Will students still be sitting in overcrowded lecture halls, only half-listening to lectures, or will future learning be an interactive and engaging experience? As part of a semester project in the course "International Content Production," a group of students explored a vision for the latter by developing an innovative learning concept: a hybrid course that combines theoretical learning with gamified, practical elements. This concept was tested in a pilot lecture on 20.01.2025.

The approach was based on a combination of flexible self-study and interactive practice. In this model, students work through theoretical material independently, choosing when and where to engage with the content, before applying their knowledge in a realistic scenario. The pilot project, which focused on journalistic ethics and the fight against disinformation, demonstrated how the integration of playful and practical elements can enhance both motivation and learning retention.

This article examines the potential role of gamification and hands-on learning in the future of university education, as well as the challenges and opportunities associated with this approach, as observed during the test lecture.

Today's students – and especially future generations such as Generation Alpha – are growing up in a digital, interactive world. They are used to acquiring knowledge flexibly via various platforms and also expect more autonomy, individualization and digital support during their studies. Universities are therefore faced with the challenge of rethinking traditional teaching and examination formats in order to do justice to changing learning habits.

One possible approach to this would be the integration of gamification elements. At the same time, a stronger integration of online and face-to-face formats could help students to better combine their studies with part-time jobs and other commitments. Based on this development, the team has developed a new hybrid model.

The first part of the concept for innovative hybrid teaching are online lectures. All theoretical content should be taught via online learning before the knowledge is tested in a practical exam – the escape room. The proposed online phase of was centered around fundamental principles of journalism, with a particular focus on the case of Claas Relotius, a journalist known for fabricating stories. The case of Relotius served as an example to explore topics such as media ethics, fact-checking techniques, and credibility in journalism. To address common challenges in online learning, such as limited engagement and reduced social interaction, the student team designed the course to include structured group collaboration. From the beginning of the course, students would be assigned to teams, working together to analyze materials and discuss key concepts.

Additionally, the team considered the potential role of artificial intelligence in future implementations of hybrid learning. AI could be used to assess students’ strengths and assign them roles within their teams, optimizing collaboration. Furthermore, adaptive learning technologies could provide personalized study materials, offering supplementary resources such as video lectures or interactive exercises based on individual learning preferences. While this online learning phase was conceptual rather than implemented, it formed the theoretical foundation for the practical component of the course: the escape room challenge.

The final assessment, which was conducted as a pilot session, was designed as an escape room in which students applied their theoretical knowledge in a practical setting. Upon entering the classroom, participants encountered an environment inspired by an Escape Room, since multiple stations were set up. Various documents, including interview transcripts, news articles, and audio recordings were arranged as potential sources of information. On a table, documents, folders, pens, and notebooks were scattered, meant to resemble the cluttered desk of a journalist. The Escape room was supposed to be based on the story of the imaginary journalist “Vera Veritas”, who was inspired by Claas Relotius. 

To uncover the truth, students had to navigate a series of challenges. First, they were supposed to read one of Veritas’ articles, comparing it to verified sources to identify false claims and extract the first digit of a final code. They then should listen to a secretly recorded phone call between Veritas and a witness, identifying ethical violations that led to additional key numbers. Searching through Veritas’ chaotic desk, they uncovered her locked phone and a voicemail from the witness, revealing that key statements had been published without consent. In the final confrontation, students interviewed Veritas, played by one of the group members, using strategic questioning to extract key words that formed the final code. By entering this code into the server, they were able to delete the falsified articles – restoring the magazine’s integrity just in time.

To win the challenge, the students worked in teams. To succeed, they were required to fact-check sources, identify inconsistencies, and apply journalistic principles. The task was supposedly designed to test not only knowledge retention but also analytical reasoning and teamwork under time constraints.

As the countdown neared its end, teams finalized their conclusions. All groups that participated on the 20th of January successfully identified the fabricated story before the time expired. The implementation clearly showed that this was a pilot project, as some of the processes could have been smoother. At certain stations, the escape room organizers had to step in and provide assistance, while others ran seamlessly on their own.

University teaching is changing. While traditional exams have long been considered the standard, alternative examination formats are increasingly coming into focus – especially hybrid and playful approaches such as our Escape Room. But can such formats really replace traditional exams? A key advantage of hybrid examination models is their practical relevance and application orientation. Instead of testing pure factual knowledge, they promote critical thinking, problem-solving skills and teamwork – skills that are becoming increasingly important in the modern working world. They also offer greater flexibility, allowing students to acquire theoretical knowledge online at their own pace and then apply it in a practical exam.

However, there are also challenges. Traditional exams are easier to scale and standardize, while interactive exam formats are more complex to design and implement. There is also debate about the extent to which hybrid exams can really measure the individual performance of each student, especially when group work plays a central role.

The pilot project showcased the immense potential of gamified learning to transform traditional education. By blending self-directed study with an interactive, high-stakes scenario, the escape room approach offered students a dynamic and immersive way to engage with complex journalistic principles. The results were promising – participants demonstrated a deep understanding of media ethics, fact-checking techniques, and the importance of critical thinking in journalism.

However, as with any innovative teaching method, challenges remain. The need for well-structured game mechanics, seamless facilitation, and adaptability to different learning styles became evident during the trial run. Future iterations of this concept could benefit from refinements, such as clearer instructions, improved automation, and even the integration of AI to further personalize the learning experience.

As universities seek to evolve in response to digital transformation and changing student expectations, approaches like this could become more than just experimental projects – they might shape the foundation of education in the coming years. Whether in journalism or other disciplines, gamified learning has the power to turn passive consumption of knowledge into an active, engaging, and memorable experience. If learning can be as immersive as this, the lecture halls of 2030 may look very different indeed.